Band 6.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 6.0 · Cambridge IELTS 15 · 2026-10-19

IELTS Writing Task 1 question

The diagram below shows how instant noodles are manufactured.

Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Student answer (Band 6.0)

The diagram illustrates the process of producing instant noodles.

Overall, it involves the combination of little manual labour and the different mechanical process.

First of all, the flour is transferred into a large storage silos than, it is mixed into a mixer by adding water and oil in flour. Following this, the mixture went through a machine rollers forming the dough sheets. Subsequently, the dough is then cut into strips. These strips are shaped into noodle discs.

Once this is complete. These discs are cooked in oil and dried. Furthermore, the cups are resembled together, whereas vegetables and different spices are added to the cups, so that it can taste more better and fulfill the requirements of the person. At the end, the labelling and sealing is done on the cups to improve the appearance of the cups. Finally , ready to made noodles are produced , and now consumer can buy the product.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You identify the diagram as a manufacturing process and report most of its main stages in the correct order, from flour storage and mixing through shaping, cooking, and packaging. The opening overview, however, is unclear: “the combination of little manual labour and the different mechanical process” does not clearly summarise the process’s main features. Some details are also inaccurate or unsupported. The diagram shows cups being filled with vegetables and spices; it does not show cups being assembled, nor does it explain that ingredients are added to improve taste or meet consumer requirements. The final claim that labelling improves appearance is likewise an interpretation rather than a process feature. A clearer overview and more precise, objective reporting would strengthen the response.

Coherence and Cohesion: Band 6.5

The stages are generally presented in a logical sequence, and signposts such as “First of all,” “Following this,” “Subsequently,” and “Finally” help the reader follow the process. This gives the response a coherent overall arrangement. However, the linking can feel mechanical, and some transitions do not connect complete ideas smoothly: “Once this is complete.” is a sentence fragment, while “Furthermore” introduces the cup-filling stage without clarifying its relationship to the cooked noodles. The response would be easier to follow if divided into clear paragraphs—for example, preparation and shaping, followed by cooking and packaging—and if references such as “These discs” and “the cups” were used with precise links to the preceding stage.

Lexical Resource: Band 5.5

You use a relevant range of process vocabulary, including “transferred,” “forming,” “strips,” “discs,” “cooked,” and “dried,” so the reader can understand the general production sequence. However, several word choices and collocations are inaccurate or unnatural, which limits precision: “large storage silos” is awkward in this context, “the cups are resembled together” does not express the diagram’s action, and “ready to made noodles” is not a natural phrase. “Taste more better” is also incorrect and informal. Aim for standard process language such as “stored in silos,” “placed into cups,” and “finished cups of instant noodles.” Avoid adding explanations about consumer requirements that are not shown in the diagram.

Grammatical Range and Accuracy: Band 5.0

The response attempts both simple and more complex sentences, including a sequence of passive constructions such as “the flour is transferred” and “the discs are cooked.” However, control is inconsistent, and errors sometimes make relationships between stages unclear. For example, “Once this is complete.” is an incomplete sentence, and “the flour is transferred into a large storage silos than, it is mixed” has problems with article/plural agreement and sentence construction. Tense also shifts from “is transferred” to “the mixture went through,” while “it can taste” has an unclear subject. Punctuation around sentence boundaries and commas is unreliable. Practise maintaining a consistent present simple passive and checking each sentence for a complete subject–verb structure.

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